Supporting mental health and psychosocial wellbeing through social and emotional learning: A participatory study of conflict-affected youth resettled to the U.S.

Abstract Background A growing literature has drawn attention to the central role that schools play in supporting adjustment of resettled refugee youth and promoting their mental health psychosocial wellbeing. In particular, recent proliferation school-based social emotional learning (SEL) initiatives presents an opportunity strengthen supports for adolescents. This participatory research study aims understand how high school students from countries Middle East North Africa region are experiencing challenges opportunities acculturation ways which they believe can better support them this process. Methods We analyzed primary data collected during focus group discussions as part SALaMA study. During these discussions, we used ranking methodology elicit adolescents’ suggestions on both academically psychosocially after resettlement. Fourteen were held with male ( n = 38) female 31) adolescents aged 14–20 years, who selected purposively across six public Harrisonburg, Virginia, Austin, Texas, Detroit, Michigan. Participants offered then ranked order importance using consensus ranking. Results Thematic analysis PRM results sites produced a wealth centered around three broad themes, namely: skills related navigating academic challenges, culturally responsive teaching, socially equitable environments. Conclusions Findings reported illustrate limitations conventional, universal SEL model shed light adapt transformative strategies serve better, especially newcomers conflict-affected countries.